ABSTRACT
This chapter discusses the terminology surrounding learning disability (LD) and is a synthesis of the existing research and literature regarding students who are d/Deaf or hard of hearing (d/Dhh) with an LD. It addresses the ongoing challenges of identification as well as recommends strategies and resources beneficial to caregivers and educators. When evaluating d/Dhh students, professionals often debate the characteristics of an LD that are relevant and applicable, primarily because of conflicting definitions. A review of the literature regarding learners who are d/Dhh-LD reveals inconsistent results across the past 50 years, with minimal research being conducted within the past decade. Determining strategies and practices to address these skill areas with learners who are d/Dhh-LD is a crucial next step, considering the minimal research that has been conducted. The predicament involving definitions and various terminologies associated with LD and those learners who are d/Dhh-LD is critical to understand because it provides a historical context for the current state of the field.
